Beruflich Dokumente
Kultur Dokumente
Contents
Scientific Literacy Released FT Items
Overview. 4
Standard Units 7
Interactive Units. 22
Collaborative Problem Solving Released FT Unit
Overview. 49
The Visit ..... 52
SCIENCE
Overview
Standard units, which consist of static materials including text, graphics, tables, and graphs and
associated questions.
Interactive units, which include interactive stimulus materials and associated questions.
The question intent is provided for each released item, showing how the item was classified according to
the construct categories in the 2015 Scientific Literacy draft framework. These categories include:
competencies, types of scientific knowledge, contexts, and cognitive demand. Each was explained
more fully in the draft framework, as shown below.
COMPETENCIES
The boxes below provide an elaborated description of the kinds of performance expected for a display of
the three competencies required for scientific literacy. The descriptions, framed as actions, are intended
to convey the idea that the scientifically literate person both understands and is capable of undertaking a
basic set of practices which are essential for scientific literacy.
1. Explain Phenomena Scientifically
Recognise, offer and evaluate explanations for a range of natural and
technological phenomena demonstrating the ability to:
SCIENCE
Overview
Describe and evaluate a range of ways that scientists use to ensure the
reliability of data and the objectivity and generalisability of
explanations.
Content knowledge, knowledge of the content of science (including physical systems, living
systems, and earth and space science),
Procedural knowledge, knowledge of the diversity of methods and practices that are used to
establish scientific knowledge as well as its standard procedures, and
Epistemic knowledge, knowledge of how our beliefs in science are justified as a result of
understanding the functions of scientific practices, their justifications, and the meaning of terms
such as theory, hypothesis, and observation
SCIENCE
Overview
CONTEXTS
The PISA 2015 assessment requires evidence of these competencies and knowledge in a range of contexts
including:
health,
natural resources,
the environment,
hazards, and
the frontiers of science and technology
in
personal,
local/national, and
global settings.
COGNITIVE DEMAND
A key new feature of the 2015 PISA framework is the definition of levels of cognitive demand within the
assessment of scientific literacy and across all three competences of the framework. The difficulty of any
item is a combination both of the degree of complexity and range of knowledge it requires and the
cognitive operations that are required to process the item. The levels defined for this assessment include:
Low
Carry out a one-step procedure, for example recall of a fact, term, principle or concept or locate
a single point of information from a graph or table.
Medium
Use and apply conceptual knowledge to describe or explain phenomena, select appropriate
procedures involving two or more steps, organise/display data, interpret or use simple data sets
or graphs.
High
Analyse complex information or data, synthesise or evaluate evidence, justify, reason given
various sources, develop a plan or sequence of steps to approach a problem.
SCIENCE
Standard Units
To correctly answer this question, students must provide an explanation that states or implies that a flower
cannot produce seeds without pollination. The competency for this item is Explain Phenomena
Scientifically, as students are asked to recall appropriate scientific knowledge.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS600Q01
Explain Phenomena Scientifically
Content Living
Local/National Environmental Quality
Medium
Open Response Human Coded
SCIENCE
Standard Units
Students are asked to select from among three options in each drop-down menu to demonstrate their
understanding of the question being explored in the researchers experiment. Those options include:
collapse of bee colonies
concentration of imidacloprid in food
bee immunity to imidacloprid
The response that the researchers tested the effect of concentration of imidacloprid in food on
collapse of bee colonies correctly identifies the independent and dependent variables in the experiment.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS600Q02
Evaluate and Design Scientific Enquiry
Procedural
Local/National Environmental Quality
Medium
Complex Multiple Choice Computer Scored
SCIENCE
Standard Units
This question requires interpretation of a graph that presents data related to the relationship between
concentrations of the insecticide and the rate of colony collapse over time.
The correct response is the first option (Colonies exposed to a higher concentration of imidacloprid tend
to collapse sooner) as the graph shows that the percentage of colonies that collapsed is higher when the
hives were exposed to a concentration of 400 g/kg of the insecticide as compared with 20 g/kg during
weeks 14-20 of the experiment.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS600Q03
Interpret Data and Evidence Scientifically
Procedural
Local/National Environmental Quality
Medium
Simple Multiple Choice Computer Scored
SCIENCE
Standard Units
Students must provide a hypothesis for the collapses among the control colonies. A correct response
indicates either that there must be another natural cause of colony collapse for the studied colonies or that
the hives in the control group were not properly protected from exposure.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS600Q04
Explain Phenomena Scientifically
Content Living
Local/National Environmental Quality
Medium
Open Response Human Coded
10
SCIENCE
Standard Units
Students must use appropriate scientific content knowledge about the viral infections to explain the
phenomenon described in this item. The correct response is the third option: Non-bee DNA was found
inside the bees' cells.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS600Q05
Explain Phenomena Scientifically
Content Living
Local/National Environmental Quality
Medium
Simple Multiple Choice Computer Scored
11
SCIENCE
Standard Units
Students must use appropriate scientific content knowledge to explain why the use of plant-based biofuels
does not affect atmospheric levels of CO2 in the same manner as burning fossil fuels. The second option
is the correct response: Plants used for biofuels absorb CO2 from the atmosphere as they grow.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS613Q01
Explain Phenomena Scientifically
Content Physical
Global Natural Resources
Medium
Simple Multiple Choice Computer Scored
12
SCIENCE
Standard Units
The item asks students to analyse data presented in a table to compare ethanol and petroleum as fuel
sources. Students should determine that people might prefer using petroleum over ethanol because it
releases more energy for the same cost and that ethanol has an environmental advantage over petroleum
because it releases less carbon dioxide.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS613Q02
Interpret Data and Evidence Scientifically
Procedural
Local/National Natural Resources
Medium
Open Response Human Coded
13
SCIENCE
Standard Units
Students must interpret data presented in a graph to provide an explanation that summarises the overall
finding that storing carbon dioxide deeper in the ocean leads to better retention rates over time than
storing it at shallower depths.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS613Q03
Interpret Data and Evidence Scientifically
Procedural
Global Natural Resources
Medium
Open Response Human Coded
Note that the fourth item in this unit, CS613Q04, is not included among the released items.
14
SCIENCE
Standard Units
Students must interpret data presented on a map to identify the location least likely to experience volcanic
activity or earthquakes. The correct response is map location D, over northern Europe.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS644Q01
Interpret Data and Evidence Scientifically
Procedural
Global Hazards
Low
Simple Multiple Choice Computer Scored
15
SCIENCE
Standard Units
Students must correctly interpret the graphed data as showing that the percentage of solar radiation
reaching Earths surface is reduced during major volcanic eruptions, and provide an explanation
indicating or implying that volcanic emissions reflect or absorb solar radiation.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS644Q03
Interpret Data and Evidence Scientifically
Content Earth and Space
Global Hazards
Medium
Open Response Human Coded
Note that the second item in this unit, CS644Q02, is not included among the released items.
16
SCIENCE
Standard Units
Students must interpret the provided data as supporting the third response which says that volcanoes have
a minor effect on the concentration of carbon dioxide in the atmosphere because they release little CO2
compared to other sources.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS644Q04
Interpret Data and Evidence Scientifically
Procedural
Global Hazards
Low
Simple Multiple Choice Computer Scored
17
SCIENCE
Standard Units
Using the description and representation of faults provided in the stimulus, students must provide an
explanation that indicates or implies that the movement of tectonic plates leads to the build-up of stress
and/or that rock or land moving in different directions is stopped by friction at a fault.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS655Q01
Explain Phenomena Scientifically
Content Earth and Space
Local/National Hazards
Medium
Open Response Human Coded
18
SCIENCE
Standard Units
Students must apply their understanding of the relationship between stress in Earths crust and
earthquakes to predict the risk of earthquakes in four specific locations that are near faults. The location
with the highest risk is the one labelled D on the diagram, followed by B, C and finally A, which
has the lowest risk because it has the lowest level of stress.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS655Q02
Interpret Data and Evidence Scientifically
Procedural
Local/National Hazards
Low
Complex Multiple Choice Computer Scored
19
SCIENCE
Standard Units
Students must identify the one observation that supports the hypothesis presented in the stimulus that
groundwater extraction triggered an earthquake by contributing to stress on a nearby fault. The second
option (Movement along the fault was greatest in areas where the pumping created the greatest stress) is
the correct response as it supports an association between the water extraction and the earthquake.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS655Q03
Explain Phenomena Scientifically
Content Earth and Space
Local/National Hazards
Medium
Simple Multiple Choice Computer Scored
20
SCIENCE
Standard Units
In this item, students must use their understanding of earthquakes and the provided information about the
earthquake in Lorca to identify the question or questions most likely to provide information about the risk
of earthquakes in a particular region. Both the first and second questions would provide that information:
Does the crust in the region contain faults? and Is the crust in the region subject to stress from natural
causes?
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS655Q04
Explain Phenomena Scientifically
Content Earth and Space
Local/National Hazards
Medium
Complex Multiple Choice Computer Scored
21
SCIENCE
Interactive Units
22
SCIENCE
Interactive Units
Students must apply their understanding of how water moves through the power plant presented in the
diagram to identify Location 2 and Location 4 as containing water molecules from the river.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS639Q01
Interpret Data and Evidence Scientifically
Content Physical
Local/National Frontiers
Low
Complex Multiple Choice Computer Scored
23
SCIENCE
Interactive Units
Students are asked to use the animation to determine the effect the movement of water across the
membrane on the salt concentration of the fresh water and the salt water. The correct response is: As the
molecules move through the membrane, the salt concentration in the container of fresh water increases
and the salt concentration in the container of salt water decreases.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS639Q02
Interpret Data and Evidence Scientifically
Procedural
Global Frontiers
Medium
Complex Multiple Choice Computer Scored
24
SCIENCE
Interactive Units
Each drop-down menu in this item lists four types of energy: gravitational, potential, kinetic and
electrical. Students must correctly interpret the animated diagram and specify that the turbine and
generator convert kinetic to electrical energy.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS639Q04
Interpret Data and Evidence Scientifically
Content Physical
Local/National Frontiers
Medium
Complex Multiple Choice Computer Scored
25
SCIENCE
Interactive Units
Students must provide an explanation that identifies a way in which plants that burn fossil fuel are more
harmful to the environment than the new power plant illustrated in this unit, or identify a feature of the
new power plant that makes it more environmentally friendly.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS639Q05
Explain Phenomena Scientifically
Content Physical
Global Frontiers
Medium
Open Response Human Coded
26
SCIENCE
Interactive Units
27
SCIENCE
Interactive Units
Students must use content knowledge to correctly identify the third option, that the eyes lens must
change shape to facilitate seeing objects at different distances.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS621Q01
Explain Phenomena Scientifically
Content Living
Personal Health and Disease
Low
Simple Multiple Choice Computer Scored
28
SCIENCE
Interactive Units
The options in the drop-down menus are outward and inward for the first menu and more and less for the
second. Using the simulated adjustable glasses, students are asked to determine that when fluid is added
to a flat lens, the sides of the lens curve outward and then interpret the simulation to specify that this is
because the net force exerted by the fluid on the lens is more.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS621Q02
Interpret Data and Evidence Scientifically
Content Physical
Personal Frontiers
Low
Complex Multiple Choice Computer Scored
29
SCIENCE
Interactive Units
30
SCIENCE
Interactive Units
31
SCIENCE
Interactive Units
The two drop-down menus have the same options: distant and near. Students are asked to use the
simulation and the data they generate to identify that adding fluid makes distant objects appear out of
focus for Anna and removing fluid makes near objects appear out of focus.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS621Q03
Interpret Data and Evidence Scientifically
Procedural
Personal Frontiers
Medium
Complex Multiple Choice Computer Scored
32
SCIENCE
Interactive Units
Students are asked to use the simulation to identify the adjustments that will improve Daniels near
vision. There are two correct responses: +2 Adding the full amount of fluid and +1 Adding some fluid.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS621Q04
Interpret Data and Evidence Scientifically
Procedural
Personal Frontiers
Medium
Complex Multiple Choice Computer Scored
33
SCIENCE
Interactive Units
Students are asked to use the simulation and the data they generate to identify the adjustments that will
improve Marias distant vision. In this case there is one correct response: -1 Removing some fluid
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS621Q05
Interpret Data and Evidence Scientifically
Procedural
Personal Frontiers
Medium
Simple Multiple Choice Computer Scored
34
SCIENCE
Interactive Units
35
SCIENCE
Interactive Units
36
SCIENCE
Interactive Units
Students are asked to use the simulation to determine whether the person running under the described
conditions is in danger of either dehydration or heat stroke. They are also asked to specify whether this is
shown by the runners sweat volume, water loss or body temperature. The available options in the dropdown menus are: dehydration/heat stroke and sweat volume/water loss/body temperature.
The correct response is that the health danger is dehydration as shown by the runners water loss.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS623Q01
Interpret Data and Evidence Scientifically
Procedural
Personal Health and Disease
Low
Complex Multiple Choice Computer Scored
37
SCIENCE
Interactive Units
Students are asked to run the simulation holding the air temperature and humidity constant while varying
whether or not the runner drinks water. They must use the data they generate to identify that the second
option is correct: Drinking water would reduce the risk of dehydration but not heat stroke. In support of
their response, they must also select two rows of data where drinking water is set to No in one case and
Yes in the other, with an air temperature of 35C and air humidity of 60% for both rows.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS623Q02
Explain Phenomena Scientifically
Content Living
Personal Health and Disease
Low
Simple Multiple Choice and Open Response Computer Scored
38
SCIENCE
Interactive Units
This item includes two separately coded questions: CS623Q03 includes the multiple-choice question and
selection of data to support that answer; CS623Q04. asks students to explain the reason that sweat volume
increases under the specified conditions. Unlike the previous questions, only humidity is specified.
Students must investigate how varying air temperatures impact sweat volume.
The correct response for CS623Q03 is that sweat volume increases when air temperature increases at 60%
humidity and the selected rows of data must include one row with a temperature set to a lower number
and one to a higher number, with both at a 60% humidity level (e.g., 20C at 60% and 25C at 60% or
35C at 60% and 40C at 60% )
For CS623Q04, students must explain that sweating is a mechanism used by the body to lower body
temperature as the biological reason for this increase in sweat volume at higher temperatures.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
39
SCIENCE
Interactive Units
Students are asked to use the simulation to identify the highest temperature at which a person can run
without getting heat stroke when the humidity is 40%. The correct response is 35C and students must
select the following two rows of data to support their response: 35C air temperature - 40% humidity and
40C air temperature - 40% humidity. They must further explain how the selected rows of data support
their answer by indicating that at 40% humidity moving the air temperature up from 35C to 40C causes
heat stroke.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS623Q05
Evaluate and Design Scientific Enquiry
Procedural
Personal Health and Disease
Medium
Open Response Human Coded
40
SCIENCE
Interactive Units
Students use the simulation to develop a hypothesis about the safety of running at 40C at 50% humidity
(a humidity value that cannot be set on the slider). By testing the humidity levels below and above 50%
at 40C, students can conclude that it would be unsafe to run at 40C, even while drinking water. To
support this response, they must select one row with 40% humidity at 40C with drinking water set to
Yes and a second with 60% humidity at 40C with drinking water set to Yes. The explanation must
indicate that, given that the runner would suffer from heat stroke at both 40% and 60% humidity at 40C
while drinking water; there is a risk of heat stroke at 50% humidity under those same conditions.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS623Q06
Evaluate and Design Scientific Enquiry
Procedural
Personal Health and Disease
High
Open Response Human Coded
Note that the last item in this unit, CS623Q08, is not included among the released items.
41
SCIENCE
Interactive Units
42
SCIENCE
Interactive Units
43
SCIENCE
Interactive Units
Students are asked to select an outside temperature of 40C and use the simulation results to put the roof
colours in order from highest to lowest in terms of energy consumption as well as identify the data that
support their selections. The correct response is: black (highest energy consumption at this temperature),
red (middle), white (lowest) and the 3 supporting rows of data include ones with the outdoor temperature
set to a constant 40C and each of three roof colours selected (red, black and white).
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS633Q01
Interpret Data and Evidence Scientifically
Procedural
Local/National Natural Resources
Low
Open Response Computer Scored
44
SCIENCE
Interactive Units
Students are asked to use the simulation to compare the energy consumption of a house with a white roof
versus one with a black roof at at 10C. This item includes two separate coded questions: CS633Q02
includes the multiple-choice question and the selection of data to support that answer; CS633Q03 asks
students to explain the how roof colour affects the reflection and absorption of solar radiation.
CS633Q02 includes both a drop-down selection and data selection. The white roof uses more energy than
the black roof to heat the house to 23C when the outdoor temperature is 10C. The supporting data
include two rows with the outdoor temperature of 10C one with a white roof selected and the other
with a black roof selected.
To explain this phenomenon in CS633Q03, students must indicate or imply that sunlight is a source of
energy, or heat, and that the black roof absorbs more solar radiation than the white roof.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
45
SCIENCE
Interactive Units
Students are asked to run the simulation to compare the energy consumption of a house with a red roof
versus one with a white roof first at 10C and then at 20C. Students should determine that a house with
a red roof has lower energy consumption than one with a white roof at temperatures of 10C or below, but
higher energy consumption at temperatures of 20C or above.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS633Q04
Interpret Data and Evidence Scientifically
Procedural
Local/National Natural Resources
Medium
Complex Multiple Choice Computer Scored
46
SCIENCE
Interactive Units
Students are asked to select a statement about the relationship between outdoor temperature and energy
consumption that is supported by the simulation. The correct response is the third option: When the
difference between the outdoor temperature and the indoor temperature increases, energy consumption
increases.
Item Number
Competency
Knowledge System
Context
Cognitive Demand
Item Format
CS633Q05
Interpret Data and Evidence Scientifically
Content Physical
Local/National Natural Resources
High
Simple Multiple Choice Computer Scored
47
48
Overview
Additionally, the CPS construct includes core problem solving competencies including:
Taken together, these form a matrix of CPS competencies, as shown in the figure below. Across the CPS
units, items were developed to fit all cells in that matrix.
(1) Establishing and
maintaining shared
understanding
(A1) Discovering
perspectives and abilities
of team members
(D) Monitoring
and Reflecting
(D3) Monitoring,
providing feedback and
adapting the team
organisation and roles
(B) Representing
and Formulating
49
Overview
The CPS units include chat-based tasks where students interact with one or more agents, or simulated
team members, to solve a presented problem. Students are presented with a set of chat options and are
asked to select the most appropriate choice. Once selected, the choice displays in the chat history area,
and then responses from one or more agents follow. Students can scroll through the history to review
chat as needed. Responses from agents are based on student selections. As a result, there are multiple
paths through each unit. To ensure that any incorrect or non-optimal selections will not penalise students
as they progress through the task, each unit is designed with convergence, or rescue, points. At these
points, one of the agents provides necessary information or helps advance the collaborative problem
solving process so that students can continue to progress through the task.
In addition to the chat interactions, the CPS units include a task area on the right side of the screen where
students can take actions, view notes recorded by agents, or keep track of progress through the task. In
the sample screen from part 1 of The Visit shown below, the task area includes clickable links to three
websites with information that is needed to solve the problem that has been assigned to the team as well
as a notepad where key information is recorded by teammates.
Chat Space
Task Space
50
Overview
Each number includes the designation used for CPS (CC), the unit number (101), the
part designation (1, 2 or 3) followed by a two-digit item ID.
Credited response: Each credited response, or responses, is listed. For each chat-based item, the correct
response can also be indentified in the screen shot by the blue highlighting that
displays on screen when students select an option. Where more than one response is
credited, that is noted in the descriptive text.
Classification:
51
The Visit
The Visit
Unit Overview
The premise for this unit is that a group of international students is coming to visit a school. The student
must collaborate with 3 agent teammates and a faculty advisor to plan the visit, assign visitors to guides,
and respond to an unexpected problem that arises.
Part 1: Overview
In Part 1of The Visit, the student and three teammates collaborate to identify an appropriate trip to a local
point of interest for the visitors. In order to make their recommendation, the team needs to share and
discuss their preferences, repair a misunderstanding about when one of the sites is open, and make a final
selection.
Challenges requiring collaborative skills include the need for the student to:
- solicit and take into account criteria for assessing the outing options
- clarify statements made by other teammates
- correct misinformation and avoid an impasse
- prompt team members to perform their tasks
- ensure that the final recommendation meets all specified criteria
Part 1 Introduction
The opening screen provides an overview for students. The goal for Part 1 is defined and students learn
that there are three potential sites to be considered for the trip.
52
The Visit
Part 1 Directions
Directions for the task are presented on the left side of the screen, as shown below. The task pane on the
right includes a notepad, where key points from the chat will display, and links to the three local sites
under consideration. Clicking on a link displays a brief list of relevant information for each site (location,
hours of operation, tour information, and what visitors can see there).
53
The Visit
Item
Credited Response
Classification
CC101101
Lets discuss whats necessary for a good visit.
(B2) Identifying and describing tasks to be completed
The student must select from among four chat choices to respond to Georges open-ended question about
where to begin. The first and third options are not credited because they are both attempts to avoid taking
action. While the second option (Weve got three choices. Lets put it to a vote) might sound
collaborative, it does not really help the team solve the presented problem as they do not yet have enough
information to select a site. Therefore this option is not credited as correct.
If the student does not select the credited response, Rachel rescues by saying We need to make a
decision soon. Lets talk about what a visit site should be like.
54
The Visit
Item
Credited Response
Classification
CC101102
If its local it could show what life is like around here.
(B1) Building a shared representation and negotiating the meaning of
the problem (common ground)
The second response is credited because it is the only one of the four that helps advance the groups
shared understanding of what local might mean.
If the student does not select the credited response, George rescues by saying, So maybe it should give a
sense of what our town is like.
55
The Visit
Item
Credited Response
Classification
CC101103
So it shouldnt take too long to get there and back.
(C1) Communicating with team members about the actions performed
The credited response helps advance the shared understanding by clarifying one criterion the selected site
must meet.
56
The Visit
Item
Credited Response
Classification
CC101104
Are all the sites open then?
(C3) Following rules of engagement, (e.g., prompting other team
members to perform their tasks)
In this case, the credited response helps move the problem solving process forward, pointing out to the
team that they need to be sure the selected site meets the schedule defined by Ms. Cosmo.
57
The Visit
Item
Credited Response
Classification
CC101105
Brad, youre right that we want them to enjoy themselves, but we
should discuss Ms. Cosmo's options first.
(D1) Monitoring, providing feedback and adapting the team
organisation and roles
The credited response acknowledges Brads statement while reminding him about the teams task,
providing feedback to keep the discussion focused.
58
The Visit
Item
Credited Response
Classification
CC101106
The student must click on the museum website, as shown above, in
order to receive either full or partial credit.
Full credit response: Rachel , the museum is open only on weekends.
Lets look at the other options
Partial credit response: I dont see how we can visit the museum if it's
closed.
(C1) Communicating with team members about the actions performed
For this item, the student must use the simulated web link in the task area to check when the museum is
open and then choose the response that communicates the implications of that information to the team.
Therefore, to gain full credit, the student must respond to Rachels proposal and Brads misinformation,
clarifying that the museum is not open on the day scheduled for the class visit.
59
The Visit
Item
Credited Response
Classification
CC101107
We should discuss the market and the car factory.
(C1) Communicating with team members about the actions to be/
being performed
The credited response reminds team members that they have two additional choices to consider, given
that the museum is not open on the required day.
60
The Visit
Item
Credited Response
Classification
CC101108
Well, it would give the visitors a feel for our town.
(B1) Building a shared representation and negotiating the meaning of
the problem (common ground)
The credited response acknowledges that Georges suggestion meets one of the specified criteria.
61
The Visit
Item
Credited Response
Classification
CC101109
Brad makes a fair point. How does the car factory compare with the
market?
(C3) Following rules of engagement
The credited response supports Brads suggestion, promoting group collaboration, and moves the team
forward by prompting the team to compare the remaining options.
62
The Visit
Item
Credited Response
Classification
CC101110
We'd better check how long the trip would take.
(C1) Communicating with team members about the actions performed
The credited response communicates that Georges point requires further investigation, keeping the team
on task.
63
The Visit
Item
Credited Response
Classification
CC101111
Student must must click on car factory website in order to receive credit
for this response:
There's not enough time to get there and back and have everyone take
the tour.
(B1) Building a shared representation and negotiating the meaning of
the problem (common ground)
The credited response recognises that the thirty visitors will need to be divided into two tour groups
(since the maximum size of a tour group at the factory is 15) This implies that there will have to be
two consecutive tours. The need to have two tours, combined with the bus schedule means that the
factory fails to meet the constraints set by Ms. Cosmo.
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The Visit
Item
Credited Response
Classification
CC101112
We should summarize what weve found out about each site.
(C2) Enacting plans
(C3) Following rules of engagement
The credited response focuses on summarising the teams discussion to reach a final choice.
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The Visit
Item
Credited Response
Classification
CC101113
On the table: all 3 boxes checked for the Market and 5 of the 6 buttons
correctly checked for the Factory and Museum
Radio buttons: Community open-air market selected
(C2) Enacting plans
(C3) Following rules of engagement
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The Visit
Part 2: Overview
The opening screen of Part 2 presents an email from the faculty advisor, Ms. Cosmo. She presents an
overview of the task and defines the key roles.
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The Visit
Part 2: Directions
The directions for Part 2 summarise the key criteria that need to be considered when selecting the studentvisitor groupings.
Each team member can act as a guide to a maximum of three visitors
Each visitor must be assigned to a guide who has studied the visitors native language
Guides must be of equal or higher class rank than the visitors assigned to them
The advisor also mentions that it would be desirable to match visitors and guides with respect to outside
interests and favorite subjects, but that this is not a requirement.
Note that the attributes for the guides and visitors are such that there are multiple assignment possibilities
that will fulfill the three essential conditions.
On the right side of the screen, the table shown below displays. Over the course of the chat, as new
information is added and assignments are proposed, the display reflects that conversation.
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The Visit
Item
Credited Response
Classification
CC101201
Full credit: It would help to know what languages each of you has
studied.
Partial credit: George, before you suggest some assignments, can you
tell everyone what languages you have studied?
Partial credit: Rachel and Brad, what languages have you studied?
(A1) Discovering perspectives and abilities of team members
Credited responses focus on collecting information about team members language experience, as guides
need to have studied the language(s) of their assigned visitors. The full credit response focuses on all 3
team members; partial credit responses focus just on George or just on Rachel and Brad.
Item associated with alternate path:
While the first option does not move the problem solving forward, it does restate information provided by
Ms. Cosmo. If the student selects the first option, George delivers a partial rescue by mentioning his own
language abilities. The student then has a second opportunity to suggest that the team provide information
about language skills (item 202) with chat options similar to those presented in item 201.
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The Visit
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The Visit
Item
Credited Response
Classification
CC101203
Rachel, Ms. Cosmo asked George to suggest assignments. Are you OK
with the ones he suggested for you?
(C3) Following rules of engagement
The credited response prompts the team to respect Ms. Cosmos assignment of George as the leader for
this task.
Items associated with alternate paths:
If the student selects the first option, George rescues by stating that, Thats not one of the rules Ms.
Cosmo gave us.. The student then has a second chance to ask Rachel if she is ok with Georges choices
(item 204).
If the student selects the third option, Rachel rescues by acknowledging that George should make the
assignments. The student then has a second chance to ask Rachel if she is ok with Georges choices (item
205).
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The Visit
Item
Credited Response
Classification
CC101206
I can see you all like the idea, but Ms. Cosmo told us we cant have a
first year student as a guide for a second-year visitor.
(D1) Monitoring and repairing the shared understanding
The credited response reminds the team about Ms. Cosmos requirement that guides must be of equal or
higher class rank than the visitors assigned to them, helping to ensure that the assignments meet the
specified criteria.
If a student selects one of the first two responses, Rachel rescues, saying Well, we forgot that Brad is a
first year and Pablo is a second-year. It wont work.
Item associated with alternate path:
If student selects the third option, Brad asks why that matters and the student has a second chance to
remind the team that a first year student cannot act as a guide for a second year visitor (item 207).
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The Visit
Item
Credited Response
Classification
CC101208
Are you OK with George's idea, Brad?
(D2) Monitoring results of actions and evaluating success in solving
the problem
The credited response prompts one team member to confirm anothers suggestion.
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The Visit
Item
Credited Response
Classification
CC101209
Maybe we should pay more attention to what Ms. Cosmo required.
(D3) Monitoring, providing feedback and adapting the team
organisation and roles
The credited response allows the student to reflect on the process and affirm the importance of attending
to provided criteria in order to efficiently solve the problem.
If a student selects one of the other options, George concludes part 2, saying, Well, at least we could
agree. Im looking forward to meeting them.
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The Visit
Part 3: Overview
Part 3 focuses on the task of helping one of the visitors who needs to return home unexpectedly. The
previously-made arrangements for taking the visitor to the airport have been upset and the student and
agents must intervene. The team must first share information regarding the whereabouts of the visitor and
attempt to rendezvous with him and, if possible, locate his lost mobile phone. After the rendezvous, the
student and the agents must collaborate to determine the best way to get the visitor to the airport, subject
to various constraints.
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The Visit
Part 3: Directions
The directions specify the teams task: to help one of the visitors return home. The information that will
display in the task area is also explained: locations of the team members will be shown, the clock will
show the time, and notepad will display important information.
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The Visit
Rachels message displays and sets out the basics of the problem to be solved by the team.
Item
Credited Response
Classification
CC101301
I'm at school now, where are you guys? (full credit)
(B3) Describing roles and team organisation (communication
protocol/rules of engagement)
The credited response focuses the team on the first task, determining where everyone is.
Items associated with alternate paths:
If the student selects the first option, Rachel rescues saying she doesnt know what happened to
his host family and asking if you are at school. The student has a second chance to respond about
his or her location: Im at school, where are you? (Item 302 partial credit)
If the student selects the second or fourth options, Rachel says she is at home. The student can
respond by asking where everyone else is. (Item 303 partial credit)
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The Visit
Item
Credited Response
Classification
CC101304
Full credit: We should call Zhang's mobile phone.
Partial credit: Hi Brad, why don't you meet Zhang and figure out what
happened to his host family?
(A1) Discovering perspectives and abilities of team members
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The Visit
Item
Credited Response
Classification
CC101306
Two responses are equally credited:
What should we do?
Where do you think he could be?
(B1) Building a shared representation and negotiating the meaning of
the problem (common ground)
Each of credited responses will elicit an idea from George about how the team should proceed.
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The Visit
Item
Credited Response
Classification
CC101307
Full credit: Brad, why don't you wait here for Zhang, while I go to the
Internet Cafe and then the Food Court?
Partial credit: Brad, let's just wait here until 11:15.
(C2) Enacting plans
Items 308 311 are associated with a series of alternate actions taken by the student, George and Brad as
they decide who should go where to try and find Zhang and his phone.
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The Visit
Item
Credited Response
Classification
CC101312
Maybe he should, but a taxi will be expensive. Brad, does he have
enough money?
(C2) Enacting plans
The credited response raises a question that the team must take into account when considering
transportation options.
Item associated with alternate path:
If the student selects the first or second options, Brad reports that Rachel said the host family wasnt
coming and George raises the point that a taxi could be expensive. If the student selects the last option,
George mentions that a taxi could be expensive. The student has a second chance to ask if Zhang has
enough money for a taxi (item 313).
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The Visit
Item
Credited Response
Classification
CC101314
What time is his flight?
(B1) Building a shared representation and negotiating the meaning of
the problem (common ground)
The credited response focuses the team on key information needed to solve the problem.
If the first option is selected, George rescues by asking how long the team should wait.
Selecting the third option lead s to Brads comment, shown on the following page.
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The Visit
Item
Credited Response
Classification
CC101315
So what other ways are there to get to the airport?
(B1) Building a shared representation and negotiating the meaning of
the problem (common ground)
The credited response helps formulate the problem by asking the team to consider the range of
transportation options.
If the student selects any of the other options, George rescues by saying, We should think of other ways
for Zhang to get to the airport.
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The Visit
Item
Credited Response
Classification
CC101316
How many hours before his flight should he get to the airport?
(D1) Monitoring and repairing the shared understanding
The credited response to this item advances the shared understanding of the group by seeking a
clarification of the actual time constraints.
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The Visit
Item
Credited Response
Classification
CC101317
Two equally credited responses:
How far away from here are the bus and train stations? Does anybody
know?
We should check the schedules.
(D1) Monitoring and repairing the shared understanding
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The Visit
Item
Credited Response
Classification
CC101320
How about the train?
(C2) Enacting plans
The credited response recognises that the last transportation option should be considered given the
potential problem with the bus.
The incorrect responses lead to a rescue by Brad, who suggests that they consider the train.
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The Visit
Item
Credited Response
Classification
CC101321
OK, can you check the train schedule, Brad?
(C2) Enacting plans
The credited response moves the task forward by asking a team member to find information needed to
make a decision about the train.
Selecting one of the incorrect options leads to a rescue by George, who asks Brad to check the train
schedule.
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The Visit
Item
Credited Response
Classification
CC101322
How much does a train ticket cost?
(C2) Enacting plans
The credited response is correct because it has been established that that team needs to consider both
travel time and cost.
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The Visit
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